REPORT RESUMES

ED 016 175 AC 001 939 EDUCATION FOR ADULTS. CURRENT SOURCES, NUMBER 16. SYRACUSE UNIV., N.Y., ERIC CLEARINGHOUSE ON ADULT PUB DATE MAR 68 EDRS PRICE MF-$0.25 HC-$1.20 28P.

DESCRIPTORS- *COMMUNITY EDUCATION, *ADULT EDUCATION PROGRAMS, *ANNOTATED BIBLIOGRAPHIES, *COMMUNITY PROGRAMS, *FEDERAL PROGRAMS, LEADERSHIP TRAINING, CITIZENSHIP RESPONSIBILITY, , STATE PROGRAMS, UNIVERSITIES, SUBPROFESSIONALS, UNIVERSITY EXTENSION, GENERAL EDUCATION, TRAINING TECHNIQUES, , URBAN AREAS, MANPOWER DEVELOPMENT, VOLUNTEER TRAINING, URBAN EXTENSION, LABOR EDUCATION,

THIS ANNOTATED BIBLIOGRAPHY CONTAINS 43 INDEXED AND ABSTRACTED ENTRIES ON VARIOUS ASPECTS OF COMMUNITY EDUCATION FOR ADULTS, ESPECIALLY COMMUNITY PUBLIC.SERVICE, PROJECTS AND PROGRAMS UNDER TITLE I OF THE HIGHER EDUCATION ACT OF 1965 AND OTHER FEDERAL PROGRAMS, REPORTS OF SPECIFIC REGIONAL AND LOCAL PROGRAMS ON MANPOWER DEVELOPMENT, AND URBAN AND RURAL PROJECTS. MOST OF THE DOCUMENTS ARE DATED 1967 WITH SEVERAL DATED' 1965 AND 1966. (SG) U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFARE OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVEDFROM THE PERSON OR ORIGINATING IT.POINTS OF YEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OFEDUCATION POSITION OR POLICY.

ERIC CLEARINGHOUSE ON ADULT EDUCATION

COMMUNITY EDUCATION FOR ADULTS Current Information Sources, No.16 March, 1968

0 IERI CLEARINGHOUSE ON ADULT EDUCATION

107 RONEY LANE I SYRACUSE, NEW YORK 13210

SPONSORED BY THE LIBRARY OF CONTINUING EDUCATION OF SYRACUSE UNIVERSITY AND THr EDUCATIONAL RESOURCES INFORMATION CENTER OF THE U. S. OFFICE OF EDUCATION

MR. ROGER DECROW, D RECTOR I MISS DIANA I. IRONSIDE, ASSOCIATE DIRECTOR

The research reported herein was performed pursuant to a contract with the Office of Education of the U. S. Department of Health, Education and Welfare. Contractors undertaking such projects under sponsor- ship are encouraged to express freely their professional judgment in the conduct of the Project. Points of view or opinions stated do not, therefore, necessarily represent official Office of Education position or policy. COMMUNITY EDUCATION FOR ADULTS / Current Information Sources, No. 16

ABSTRACT

AC 003. 939 E CCWMUNITY EDUCATION FOR ADULTS (Current information, no.16; ERIC Clearinghouse on Adult Education, Syracuse,N.Y. qpx84920 Mar68EDRS PRICE MF-$0.25 HC -$1.25 28p.

TERMS: *community education, *adult educationprograms, *annotated bibliographies, * programs, *federalprograms,

ABSTRACT: This annotated bibliography contains 43 indexed and abstractedentries on various aspects of community education for adUts, especiallycommunity public service, projects and programs under Title I of the Higher Education Act of 1965and other federal programs, reports of specific regional and local programs onmanpower development, and urban and rural projects. Most of the documentsare dated 1967 with several dated 1965 and 7 1966. (sg)

SECONDARY TERMS: leadership training, citizenship responsibility, community development, state programs universities, subprofessionals, university extension,general education, training techniques, higher education, urbanareas, manpower development, volunteer training, urbanextension,labor education, NOTE ON THE MiLAYILITY OF DOCUMENTS

May documents with an EDRS number (e.g. ED 010 246)are obtainable from the ERIC DOCUMENT REPRODUCTION SERVICE (EDRS), The National Cash Register Company,4936 Fairmont Avenue, Bethesda, Maryland 20014. For example, "EDRS Price MF-$0.50 HC-$3.52" indicates that the relevant document may be obtained from EDRS in microfiche (MF)for 50 cents, or for $3.52 in printed out hardcopy (HC).

A microfiche is a sheet of 4" x 6" film containing micro- images of the pages of the document--asmany as sixty pages of document per? fiche--and costs just 25 cents from EDRS. (To compute the cost of microfiche announced prior to January 1, 1968,use the following scale: each multiple of 9 cents must be changed to 25cents. For example, 9 cents becomes 25 cents, 18 cents becomes 50 cents, 27 cents becomes 75 cents, etc.)In order to read microfiche one must have access toa microfiche reader. "Hard copy" prints consist of black andwhite 6" x 8" pages, bound in soft covers and available at.4 centsper page.

Payment to EDRS must accompany orders totaling less than $5. Add a special handling charge of 50 centsto orders totaling less than $3. Add your applicable local state sales tax or submit tax exemption certificate.

Orders from EDRS must designate documents by the "ED" code number appearing at the upper left handcorner of the citation. Citations listing EDRS prices indicate that the documents will eventually be available from theERIC Document Reproduction Service, even thoughan "ED" number is not assigned to them at the time of this publication. The "ED" number foi these citationscan be found in subse quent issues of Research in Education (Government Printing Office, Washington, D.C. 20402, domestic, $11a year; foreign, $13.75 a year), a monthly publication of the Office of Education, U.SDepartment of Health, Education. and Welfare,, which carries abstracts of reports and other documents from the 18 ERIC Clearinghouses.

All other documents must be obtained from the indicated original source. If it is impossible to obtain a docu- ment from the originating source, help may be obtained from the ERIC Clearinghouse on Adult Education.

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1

AC 001 535 E COMMUNITY EDUCATION FOR ADULTS, 1 (Current information sources). ERIC Clearinghouse on Adult Education, Syracuse, N.Y.NOV 67 EDRS PRICE MF-$0.09 1E-0.84 21p.. *annotated bibliographies, *community' education, *adult education programs, community action, leadership training,

ABSTRACT:- An annotated bibliography contains 30 indexed and abstracted entries on numerous aspects and concerns of community education for adults, including community .development in the United States and abroad, manpower development, leadership and professional training, educational and information needs, dynamics of charae, community planning and action, and the functions and purposes of urban, rural, and university extension. (ly) SECONDARY TERMS: manpower development, community development, community leaders, public affairs education, officials, urban extension, rural extension, university extension, employment, professional training, apprenticeships, , developing ,nations, federal programs, educational needs, information needs, disadvantagedyouth,* ;community planning,

.* FAC001563E HIGHER ADULT*EDUCATION, 1(Current information sources). ERIC Clearinghouse on Adult Education,Syracuse, N.Y. OCT 67EDRS, PRICE MF-$0.09 HC-$1.04

26p . . . 1 ;TERMS *annotates bibliographies,*higher education, *adult education, *university extension, educational methods, urban extension,

,ABSTRACT: The forty-one items indexed and abstracted in this bibliography deal 'largely with fine arts education, urban extension, community development, leadership (training (including civil rights), managerial and professional education, vocational training, public television, and participant characteristics, together with such ;concerns as educational needs and attitudes, testing, program development, and the use of evening classes, correspondence study, and the residential method. Also noted are historical reviews of extension work at Rutgers, the University of Texas, and the University of Chicago, and a Peace Corps program of field training. (ly) SECONDARY. TERMS: research, historical reviews, program descriptions, art education, leadership training, civil rights, crossculturaltraining, community development, management development, professional continuing education, community action, evening colleges, educational television, publictelevision, program planning, correspondence study, residential programs, Peace Corps, 2

AC 001 660E THE UNIVERSITY AT THE SERVICE OF (Summary of a discussion by the trustees of the Carnerc.e Foundation for the Advancement of Teaching, Annual Meeting, (61st) New York, Nov 16, 1966).Carnegie Foundation for the Advancement of Teaching.67 EDRS PRICE MF-$0.25HC-$O.76 19p, TERMS: *social problems, *role perception, *community service programs, *educational responsibility, *university extension, universities,

ABSTRACT: One extreme view of university public service regards it as an improper function because it is not consistent with an academic institution's basic responsibilities for teaching and research. The opposite view of academic public service holds that universities have an obligation to identify and actively combat social wrongs, and thus to help to support the higher values of the larger society. A practical middle approach would include maintaining high standards of social justice in an institution's own affairs, providing a haven and a meeting place for diverse opinions and interests, managing (on an emergency basis only) urgent national or local projects, and coordinating !joint attacks by several segments of society on large scale social problems. In any event, institutions must not seek contracts simply for reasons of self aggrandizement, or allow themselves to be treated merely as ready sources-ofexpertise. Issues of administration, academic freedom,, secrecy and security, legal and moral responsibility for participating faculty members, and wider allocation of responsibility for public service activities must also be faced. (This document is a reprint from the 1966-67 annual report deThe Carnegie Foundation for the Advancement of Teaching) (1y) .SECONDARY TERMS: educational , professional services, extension education, policy formation, interagency cooperation, community responsibility, national programs, government role, college faculty,

INXIIII

AC 000 172 C THE URBAN UNIVERSITY, AND THE FUTURE OF OUR . Klotsche,

- J. Martin. 66 158p. TERMS: *community responsibility, *universities, *community cooperation *urban areas, student characteristics,

ABSTRACT: Written to highlight the place in American higher education of the university located in the city, this volume presents the main trends of urban higher education, including discussions of the urban university student, urban university and the arts, and responsibility of universities in solving urban problems. (Published .by Harper and Row, New York). 3

AC 001 673 ILIBERAL EDUCATION FOR ADULTS IN A CHANGING SOCIETY (Reprint from SCHOOL AND SOCIETY, December 10, 1966/452-458). Allen, James E. 66 5p. TERMS: *general education, *adult education programs, *continuing education, college role, college cooperatitl, citizenship responsibility,

ABSTRACT: Liberal education for adults is challenged to meet the problems of a rapidly changing society. Previous general education has not produced the desired results in terms of developing a sense of responsibility to society, in alleviating mistrust and suspicion among men and nations. Apathy and lack of interest are the most serious handicaps to development of meaningful educational programs. Continuing education programs must respond imaginatively and effectively to the growing need for their services among community and government agencies, and education, health, welfare, housing, labor, industry, science, and . Among new resources available to help colleges and universities revitalize and reorganize their continuing education programs is Title I. It establishes continuing education for adults as an integral part of the nations total education system, and has created a positive atmosphere for each state to organize continuing education programs for the solution of community problems. Private and public institutions . with such education programs will be expected to give increased financial and organizational support. In New York State, Title I provides for such and community services as programs for talented and gifted adults, cuturally and economically deprived adults, and training of research workers in urban affairs. (pt) SECONDARY TERMS! community organizations, education, health, welfare, housing, labor industry, communications, organizations(groups), community problems, private agencies, financial support, community support, community services, gifted, economically disadvantaged, culturally disadvantaged, urban areas, professional training, Title I, New York State,

AC001 355 E THE INTERAMERICAN CONSULTATION ON URBAN COMMUNITY DEVELOPMENT(Summary of report of a conference held at Panama City, Panama jun 7-9,1966). Bentley, Harold W. * Moe, Edward O. Adult Education Association of the U.S.A., Washington. Agency for International Development, Washington. 66 EDRS PRICE MF-$0.18 HC-$2.76 69p. TERMS: *community development, *urban areas, *technical assistance, * problems, *cultural exchange, specialists,

ABSTRACT: The Interamerican Consultation on Urban Development was organized by the Adult Education Association of the United States, under contract withthe Agency for International Development (AID). Representatives from eight Latin AmericanCountries, the United States, and international organizations such as the Peace Corps,UNESCO, UN, aryl AID attempted to identify the major issues in community development in urban areas, exchange information about existing programs,and explore ways to facilitate a two-way exchangc of ideas. Among the11 major issues in community development discussed were -- clarification of the concept of communitydevelopment and its relevance in urban areas, urbanization and national development, structure for communityparticipation, discrimination based on color, , and class differences, use of community resources, roles of the people, technical specialists and foreign agencies.The Nuevo Veranillo Project in Panama City was studied. Critical problems in therelationships of the Americas were revealed--differing , approaches, andpolitics. Among the suggestions for strengthening development programs in the Americas were moreinternational meetings and the establishment of a clearinghouse on language andtranslation problems. (pt) SECONDARY TERMS: urban slums, rural urban differences, community consultants, volunteers, discrimination, role perception, Spanish Americans,Spanish speaking,

(over) 4

AC 001 065 CCOMMUNITY NEEDS AND HIGHER CONTINUINGEDUCATION (IN THE CONTINL TASK, REFLECTION ON PURPOSE IN HIGHERCONTINUING EDUCATION, CSLEA 1967/1745). Blackwell, Gordon W. Center for the Study of Liberal Education for Adults,Boston. 11p. TERMS: *university ertension, *higher education,*adult programs, *community problems, *objectives,

ABSTRACT: Urban universities and continuing highereducation may help meet the needs of the changing urbancommunity by reorganizing its continuing education activities tomeet constantly changing needs. Universities, geared more directly to social action than 15 yearsago, are entering-Into creative partnership with the government, industry andcivic organizations. (ly)

AC 001 131 I A STUDY OF COMMUNITY SERVICES IN THE COMMUNITY COLLEGES OF STATE UNIVERSITY OF NEW YORK (Ed.D. thesis). Festine, ArmondJ. Syracuse Univ., Syracuse, N.Y. JUN 67 156p. TERMS: *community colleges, *adult educationprograms, *administrative policy, *community responsibility, *community serviceprograms, state universities,

ABSTRACT: This study investigated the stated commitment made by the communitycolleges of the State Unviersity of New York to provide community serviceprograms to meet educational needs of adults and how this has been achieved. Theage of the college, the size of the community, the number of colleges offering programs within the .community,and the methods of financing programs are also examined. Datawere obtained from college catalogs and promotional literature, interviews with college administrators, and questionnaires mailed to each college. Analysis of data revealed that 15 colleges had made a compldte commitment to provide programs and 13 had madea limited one. A total of 581 community service programs were reported by the colleges for the academicyear 1964-65. It was concluded that the communityservice function hasnot been fully accepted as a major educational objective by community colleges. Discrepancies exist between colleges stated commitment and practice. The greatest contribution made by the colleges was their financial support of programs presented to meet cultural educative needs of adults. Tables and references are included. (author /a3) SECONDARY TERMS: community services, financial policy, statistical data, financial support, educational needs, educational objectives, community education, doctoral theses, Syracuse Unitersity, New York State, "'""7""""=177=====F.r.

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AC 001 369 E COLLEGE - COMMUNITY CONSULTATION. Axford, roger W., ed. NorthernIllinois ED 012 874 Univ., DeKaib. College of Continuing Education. 67EDRS PRICE MF-$0.09 HC-$1.92 48p. TERMS: *community resources, *community consultants, *universities,*community responsibility, *college faculty, college cooperation,

ABSTRACT: The modern university recognizes threemajor responsibilities-- teaching, research, and public service. Representatives of lk collegesand universities met at Northern Illinois University to discuss the role thecollege can play in working with the community of which it isa part. This publication is an outgrowth of that conference, one of seven conducted in Illinois undera federally- financed program designed to train consultants to citizens'groups in the development of community resources. The effective use of college and university facultyas consultants oh such problems as industrial development, populationexpansion; housing, urban redevelopment planning, curriculum development, and school finance isillustrated by case studies. Some of the methodology for a successful consultant, includingthe technical and relations aspects and the pitfalls of ineffectiveconsultation, is included. Guidelines for the organization and operation of local citizenadvisory committees are given to aid those who will be working with citizens' committees in implementing the consultants' recommendations. (This documentwas published by the Enlightenment Press, DeKalb, Illinois 60115.) (aj) SECONDARY TERMS: school community cooperation, citizens councils, citizen participation, community surveys, program evaluation, public relations,community problems, urban areas, teachers, Northern Illinois University,

AC 001 352 E NEW DIMENSIONS IN COMMUNITY DEVELOPMENT (Proceedings of the Division of Community Development, 51st annual meeting; National University Extension Association, Jul 23-26, 1966). Iowa Univ., Iowa City. Institute of Public Affairs. DEC 66 EDRS PRICE MF-$0.50 HC-$3.12 78p. TERMS: *universities, *university extension, *community development, *community responsibility, leadership training, human relations,

ABSTRACT: Seven major papers were presented at the annual meeting of the Division of Community Development of the National University Extension Association. Jules Pagano of the U.S. Office of Education presented a philosophy of adult education as a process to supply catalytic action to solve national problems. C.J. Roberts and Elden Jacobson outlined the University of Oklahoma's "Professor of the City" concept as it is administered in Tulsa in response to the problem of urbanization. Duane Gibson and Albert Levak, of Michigan State University, presented a design for an Office of Human Relations within a university to work with local committees and carry on training, consultation, and research. K.E. Glancy discussed the work of Appalachian Center of West Virginia University in providing knowledge for decision-making Raphael Salron of Battelle Memorial Institute outlined ways in which universities can involve themselves in community/regional development programs. John Hawley described some aspects of Southern Illinois University's Office of Economic Opportunity training activities which were undertaken upon individual agency requests. Lawrence Suhm of the University of Wisconsin outlined weaknesses of universities in solving problems related to poverty. (rt) SECONDARY TERMS: community involvement, community service programs, college faculty, urban areas, adult education, educational philosophy, decision making, regional programs, poverty programs, research needs, educational innovation, community problems, Tulsa, Southern Illinois University, 6

AC 001 399 E COMMUNITY DEVELOPMENT (Proceedings of the Division of Community Development, 52nd Annual Meeting, National University Extension Association, Apr ED 012 879 22-25, 1967). Iowa Iowa City. Institute of Public Affairs. AUG 67 ERRS PRICE NIF0.09 HC-$2.32 58p. TERMS: *community development, *leadership, *change agents, *social change, *university extension, educatioal objectives,

ABSTRACT: In papers presented at the 1967 meeting of the National University Extension Association, a university extension director, academic experts on community theory, regional and community affairs, and agricultural economics, and Federal administrators discuss issues and ideas affecting the role of higher education in helping to improve . The requisites for purposive social change are examined against the backdrop of complex social structures and rapidly changing social relationships and values. A. hierarchical geographic model is set forth to illustrate a conception of urban growth and functions. Community development is viewed in terms of the kinds of leadership needed to help citizens meet economic and other problems that require group decision and group action. A proposed college - publicservice training program would engage students (mainly university undergraduates) in seminars, workshops, and practical service to the community, either during the school term or in vacation periods. Finally, two assessments of the outlook for community service and planning policy under Title I of the Higher Education Act of 1965 give evidence of both success and failure in developing comprehensive, interdisciplinary programs founded on the basic processes of social change. (1y) SECONDARY TERMS: urban areas, educational planning, conflict, community services, community involvement, college students, leadership training, area studies, betavior change, social structure, population distribution, community leaders, work experience Rrtgralts, Title I Higher Education Act (1965),

AC 000 753 C NUEA COMMUNITY DEVELOPMENT DIVISION, PROCEEDINGS OF MEETINGS AND SEMINARS, 1960, 1962, 1963, 1965. National University Extension Association, Minneapolis. Community Development Div. 4v. TERMS: *community development, *action programs (community), *universities, *urban renewal, *leadership training, poverty programs,

ABSTRACT: Volumes are-- PROCEEDINGS, GULL LAKE SEMINAR kSep 10-14, 1960); PROCEEDINGS, NUEA ANNUAL CONFERENCE, COMMUNITY DEVELOPMENT DIVISION (47th, Univ. of Nebraska, Apr 27-May 2, 1962); PROCEEDINGS, NUEA COMMUNITY

DEVELOPMENT SEMINAR (Southern Illinois Univ., Jun 9-13, 19630 and UNIVERSITY . COMMUNITY DEVELOPMENT PROGRAMS AND THE WAR ON POVERTY, NUEA ANNUAL MEETING (50th, Purdue Univ., Apr 25-28, 1965). 7

AC 000 284 C A HANDBOOK OF BACKGROUND INFORMATION. NUEA, Washington. Division of Community Development. Jul 66 31p. TERMS: *community development, *extension education, *universities, *program descriptions, *higher education, organization,

ABSTRACT: The organization of the Community Development Division and its programs. publications, and surveys in professional improvement are desozibed. (j a)

AC 001 319 E CITIZENSHIP EDUCATION OF THE YOUNG WORKER (Conference heldat Arden House, Harriman, New York, Mar 11-13, 1966).Columbia Univ. Center for Research and Educ. in AmericanLiberties.U.S Office of Education. Div. of Adult and Vocational Res. 66 0E-6-65-089 EDRS PRICE MF40.18 BC45.00 125p, TERMS: *citizenship, *educational opportunities,'*pUblicaffairs education, *young adults.v *laborers, youth opportunities, communityprograms,

ABSTRACT: For the first time, representatives from corporations,unions, and education met to discuss citizenship education forthe young worker, at an Arden House conference, which was sponsored by theCenter for Research and Education in American Liberties at Columbia University. Aftera discussion of citizenship education in a rapidly changing society, education provided by theschool system, by'corporations, and unions was outlined. A model ofa new teaching method (case study) was presented. men are attentive to participation in community affairsand corporate philanthropy but problems in corporate educationalprograms revolve around, self-interest vs citizenship responsibility, liberty among employees, and thepressures of the civil rights revolution. In labor unions, there ispressure for conformity, also, and a wide gap between views of top union spokesmen and those of local leaders.Labor education, which has been in essence leadership training to buildup organizational strength, is now providing some education in the area of total society, including civilrights. The psychological issues involved in American libertiesstem from the sacredness of human life and development in psychological, social,and autonomous freedom. The conference was concluded with discussions of presentteaching of American liberties and what the Center might do to improve it. (eb) (over4 8

AC 001 424 E GEORGIA STATE PLAN FOR COMMUNITY SERVICE AND CONTINUING EDUCATION PROGRAMS FOR FISCAL YEAR 1968 UNDER TITLE 1, HIGHER EDUCATION ACT OF 1965. ANNUAL AMENDMENT.Georgia Univ., Athens. .67 ,EDIRS PRICE MF-$0.25HC-$1.64 41p. TERMS: *educational needs, *evaluation, *community problems, *community leaders, *stelta programs, university extension, community planing,

ABSTRACT: In accordance with Title 1 of the Higher Education Act of 1965, the Georgia State Agency for Comunity Service and Continuing Education sponsored conferences to identify problems and to assign priorities to problem areas. During the eight regional conferences, attended by 317 community leaders and interested citizens from 95 Georgia counties, 92 specific community problems were identified. Members of a statewide leadership conference (including 19 representatives of higher education) reviewed the problems cited and undertook to set priorities. Members of the Council of Participating Institutions then assigned the following rank order to the broad problem areas--community development and planning, occupational competence of local government officials, human relations and communication among organizations and socioeconomic groups, self realization, and family life. The State Agency determined that during 1968 highest priority should be given to improving community planning and development, administrative skills of municipal and county officials and employees, and intergroup relations and communication. (The document includes funding proposals, data on participants, and problem areas and priorities.) (ly) SECONDARY TERMS: government employees, community services, city officials, county officials, communication (thought transfer), manpower development, human relations, intergroup relations, federal legislation, resource allocations, federal aid, Georgia, Higher Education Act (1965),

AC 001 425 E GEORGIA STATE PLAN FOR COMMUNITY SERVICE AND CONTINUING EDUCATION PROGRAMS UNDER TITLE I OF THE HIGHER EDUCATION ACT OF 1965.Georgia ED 012 885. University, Athens. MAY 66 EDRS MF40.18 HC-$3.36 84p. TERMS: *state programs, *program proposals, *community development, *leadership I training, *community services, geographic areas,

ABSTRACT: Title I of the Higher Education Act of 1965 calls for state plans for comprehensive, coordinated, and statewide systems of community service programs. In the Georgia State Plan the progtam purposes are outlined, the University of Georgia is designated the state agency for plan administration (including allocating federal funds to participating institutions), and a network of area continuing education .centers is provided. Except in special cases when public schools can be approved, institutions of higher education committed to making community service programs available U) Liw. populaUon within commuting diuLance and having nupporting staff and faciIitioo will be named area centers. Local citizens will become competent to assume responsible roles in community improvement through basic and specialized Continuing Education Programs in Community Development. In a series of work-study programs, leaders will .gain understanding of research theory and method and principles of community action, and develop abilities to study in depth community needs and resources and to plan and implement community programs. (Document includes details of procedure, budget, program and institutional eligibility, and lists of officials and institutions.) (aj) SECONDARY Or evaluation, demography, federal programs, program administration, selection, community problems, continuing education centers, program descriptions, financial policy, criteria, statistical data, federal aid, universities, Georgia, University of Georgia,

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AC 001 265 E ESTABLISHING CRITERIA AND PROCEDURES FOR SELECTION OF PROPOSALS, COUNCIL OF PARTICIPATING INSTITUTIONS, ADOPTED JUN 6, 1967. REPORT OF THE COMMITTEE. 14)012 422/ %Title I, Higher Education Act of 1965). Georgia Univ.Athens. Georgia Community Continuing Educ. Serv. JUN 67 ERRS PRICE440.09HC-$0.68 17p. TERMS: *university extension, *program development, *program proposals? *criteria, *evaluation, federal legislation, higher eduaatitn;

ABSTRACT: The Committee for Establishing Criteria and Procedures for Selection of Proposals in the State of Georgia, advised the creation ofa Proposal Review Committee to assess the merits of new university extension projects, proposedfor funding under Title I, nigher Education Act of 1965, prior to knowledge ofavailable funds, to accomodate these proposals to the amounts actually funded, and to conduct general evaluation and liaison. General guidelines for funding under TitleI called for noncredit programs of adult instruction, at college level or above, to be conducted, by qualified institutions within the scope, objectives, and criteria of theGeorgia State Plan. Specific program criteria werean adecuatesummary statement, a legitimate problem, significant and realistic objectives, service to the right target audience,appropriate staff for'project planning, execution, and evaluation,an educationally sound plan of execution, attention to genuine community needs rather thanto institutional needs, participation by the community in planningprogram, real potential for continuing benefits to the wider public, a sound and realistic budget, provisionfor effective postproject evaluation, and a plan for disseminating informationon project methodolozr and results to interested groups and institutions. (Thedocument included an evaluation checklist.) (ly) SECONDARY TERMS: state standards, program planning, community involvement, (over)

AC 001 034 I THE TRIPLE TWO PROJECT (A project underTitle I of the Higher Education Act of 1965). Final report. Spracklen, Marvin S. Kearney State College, Nebr.,sponsor, May 67 24p. TERMS: *federal aid, *educational needs, *community problems, *community services, surveys, leadership training, housing, city officials, urban areas, rural areas, recreation, healthprograms, youth opportunities, youth employment, dependents, females, Title I Higher Education Act, Nebraska,

ABSTRP.CT: The Triple Two Project (1966-67) was designed to determine needs porcelvild in south central Nebraska forprograms of communtty service or continu- ing education and to examine Title I of the Higher Education Act of 1965as it might relate to them. Twenty-seven communities were chosen as conference areas and divided into three categories by population (10,000 andover, 2,500 to 10,000, and under 2,500). Community lay leaders, local government officials, and Kearney State College educators participated.Community reports and reports from county agents revealed needs relating to local. government, housing problems, community leadership, problems of working mothers, health, recreation, and youth opportunities and employment. Specific needs most often voiced, which could be further developed under Title I, were for police schools, training of local governing boards, communications, leadership training, and community workshopson recreation and on services to youth. (The communities are listed by categories in the appendix) (ly) 10

AC 001 315 E ATTITUDES TOWARD ANTI-POVERTY PROGRAMS IN THE EXTENSION SERVICE, A CASE STUDY (Paper delivered at the 1966 mcetings of the Rural Sociological Society, Miami Beach, Florida). Cebotarev, Eleonora A. * King, Gary W. U.S. Dept. of Agriculture. Federal Extension Service. ER andT..123(10 -66) OCT 66 EDRS PRICE MF-$0.09 HC-$0.52 13p. TERMS: *poverty programs, *rural extension, *economically disadvantaged, *program attitudes, attitudes, middle class values, economic

ABSTRACT: In the current war on poverty, the position of the CooperativeExtension Service, which historicaLly has served the middle-class farmer, is not well defined.. To identify factors which inhibit the adoption of extension programs for the poor, a study was made of the Service in MifflinCounty, Pennsylvania, an Appalachian area having a higher percentage of low incomefamilies (under $3,000 per year) than the state as a whole. This paper examines economic and cultural definitions of poverty, presents a structural analysis of extension, and reports on staff attitudes toward anti-poverty work. Data were collected through 62 personal interviews with staff, local leaders, administrators of welfare agencies, and rural and urban low income families. A majority of the respondents stated that work with the poor uas legitimate only if they showed interest in improving their condition by participating in extension programs. Others maintained that Extension was not meeting itsresponsibility to all people and advocated changes. It appeared, however, that Extension would continue traditional programs with individual staff members providing specific anti-poverty efforts, at least in the county studied. (aj) SECONDARY TERMS: factors, socioeconomic status, cultural factors, changingattitudes, structural analysis, low income groups, organizationalchange, extension agents, participation, Extension Service,Pennsylvania,

AC 001 247 E PROGRESS AND EVALUATION REPORT, A SUMMARY OF ACTIVITIES IN TENNESSEE ED 012 854 UNDER TITLE I OF THE HIGHER EDUCATION ACT OF 1965. Historical and evaluative report of fiscal year 1966 and fiscal year 1967 programs, Jul1, 1965 . Tennessee Univ., Knoxville. State Agency for Title . to Jun 30, 1967. I. Tennessee State Advisory Council. AUG 67 EDRS PRICEMF-$0.18 HC-$2.92 73p. TERMS: *program proposals, *community service programs, *educationalobjectives, *program descriptions, *program evaluation,

ABSTRACT: The University of Tennessee, designated the State Agencyunder Title I of the Higher Education Act of 1965, has administeredin 13 months more than half a million dollars in approved programs,which provide continuing education and community service programa to advance higher, education. A20-member State Advisory Council,. composed of academic, business, labor, and civic leaders, assiststhe State Agency in developing and administering the Tennessee Plan. The21 proposals for 1966 involved the participation of 17 colleges and universities and14 participated in the 12 1967 projects. Eleven of the 1967 proposals are continuations of those of1966. Each Title I progress and evaluation report includes astatement of the problem, descriptions of program objectives/ activities, identification,and status, institutional evalUation, and State Agency.recommendations. Program evaluations wereprepared from data contained in the proposal form, the Noticeof Activation, and the quarterly progress and evaluation reports withtheir attachments, including brochures, publicity, program rosters, and evaluation instruments.(aj) SECONDARY TERMS: financial support, community problems, health services,leadership training, low income groups, urban areas, familyservices, professional continuing education, inservice training, Tennessee,Higher Education Act of 1965, T".....5101MMOVIIIIMMIMMamimormamouralEsimplacar.

11

AC 001 775E SPECIAL PROGRAMS UNDER TITLE I HIGHER EDUCATION ACT OF 1965, Aug 1966, Oct 1967. Finale report. New York State Univ., Farmingdale. Ag. and Tech. College. 67 EDRS PRICE MF-$0.25HC-$0.44 11p. TERMS: *adult education programs, *community education, *career planning, *community services, *vocational development,womens

ABSTRACT: In 1966, the State. University of New York at Farmingdale developed three noncredit daytime programs in education for community service. Gateway to Careers for Women, a 15-session workshop, provided field assignments, jobfinding skills, and counseling. New Horizons for Later Years was a 10-sessionprogram for older men and women preparing for retirement. Medicare-Aide Training Program provideda 10-session workshop to train men and women as paid or volunteer nurses aides. Allprograms involved guest speakers, field trips, films, new techniques in group guidance, and creative teaching materials. Attendance was well above average for adult educationprograms. Some of the participants received tuition grants and transportation stipends. Instructors included a nurse, a social worker, and three assistant instructors working ina team teaching situation. Community involvement exceeded expectation and mediacoverage was extensive, the greatest response coming from newspaper articles. Requests for materials and information have come from many organizations and , and the staff have been involved in related conferences, programs, and advisory'groups. During the 1967-68 academic year, an expanded curriculum will provide training for nurses aides, leaders, hard-core unemployed women, and teachers aides. (pt) SECONDARY TERMS: education, information dissemination, leadership training, retirement, promotion (publicize), daytime programs, nurses aides, news media, instructional staff, volunteers, participant characteristics, attendance patterns, nonprofessional personnel, economically disadvantaged,

AC 001 733 E THE AGONY OF THE INNER CITY, WHAT CAN.CONTINUING EDUCATION DO?Drazek, Stanley J., ed. Maryland Univ., College Park. State Agency forTitle 1. DEC 67 EDRS PRICE. AF-$0.25HC-$1:44 36p. TERMS: *university extension, *urban extension, *inner city, *ghettos,*community problems, Negroes, slum environment, univereLties,

ABSTRACT: The report of a panel program by the Council on Extension at the eighty-first national conference of the National Association of State Universities and Land-Grant Colleges in November, 1967, featured urban and university leaders representing Detroit, Milwaukee, Newark, and Watts'. The first address compared the plight of American inner city Negro ghettos with that of Eastern European Jewry. The second described University of Wisconsin extension efforts to promote employment, better housing, consumer education, health, education, and improved race relations and human relations in the Milwaukee inner city. The third, which cited Rutgers University extension programs, urged broader university extension programs of training and education. The last address surveyed the inadequately met social and economic needs of the Watts area, and recent UCLA interracial discussion programs and similar extension efforts aimed at meeting these needs. (The document includes chspter references.) (This document is available from the Sate Agency for Title 1, University College, University of Maryland, College Park 20742) (ly) SECONDARY TERMS: community development, community education, race relations, conflict, discussion programs, Jews, civil rights, community leaders, disadvantaged environment, Detroit, Milwaukee, Newark, Watts, Los Angeles, UCLA, University of Wisconsin, Rutgers University, 12

AC 001 754 E ENCOURAGING COMMUNITY DEVELOPMENT, A TRAINING GUIDE FOR LOCAL WORKERS. Biddle, William W. * Biddle, Loureide J. 68 DOCUMENT NOT AVAILABLE FROM EDRS 234p. TERMS: *change agents, *volunteers, *community development, *volunteer training, *nonprofessional personnel, role perception, conflict

ABSTRACT: This training guide is written to meet the needs of universities and colleges 4-4) which the Peace Corps, VISTA, churches, and other volunteer-usingagencies turn for help in training the nonprofessional or preprofessional local workerin community development. The lessons are directed to the "encourager" who liveswith the people participating in development and who must relate himself, hisneighbor, and the process to the professional and the big decision- makers. Chapters deal with such topics as understanding the role of the local worker, understanding the people to be served, forming working groups, developing sensitivity, cultivating emergent leadership, establishing friendship that encourages, helpingpeople build a , encouraging wise choicesof activity, relating communities to larger social systems, keeping records and developing a sense of communityhistory, searching out procedures for making group life satisfying and productive,reconciling community conflicts, using influence ethically, and helping create a socialorganization that will continua the process of building community. There is anaddendum to each chapter which introduces students to selected authorswhose writings substantiate or challenge the authors' point of view.(This document is available from Holt, Rinehart and Winston, Inc., New York.)(rt) SECONDARY TERMS: resolution, leadership training, community agencies(public), private agencies, social systems, interpersonal competence,productive living, indigenous personnel, neighborhood, culture conflict, citizen participation,, (over)

AC 001 609 E NEW YORK UNIVERSITY'S HARLEM SEMINARS.Miller, Harry L. New York Univ., School of Continuing Education. NOV 67 EDRS PRICEMY-$0.25 HC-$0.76 19p. TERMS: *discussion groups, *negroes, *university extension,*poverty programs,, *adult education programs, ghettos, urban areas,

ABSTRACT: In 1966-1967, New York University'sSchool of Continuing Education conducted discussion groups in Harlem inchild development, consumer and educational problems, and Negro history, to test thefeasibility of extending university informal adult education into the poverty areas ofNew York. The instructors(four Negroes' and two whites, all with advanceddegrees) were aided by six instructional assistants, indigenous personnel who recruited participantsthrough personal contact. Seminar participants were mostly women, unskilled,and with less than high schooleducation. Only a small number attended sessions regularly.Results suggest that extension of an urban university into the minorityghetto can serve as a connectinglink between the dominant culture and the excludedunderclass. However, such a program mustbe heavily subsidized if it is to have thevisibility necessary to its symbolic role. A series of eight to ten session seminarsis recommended, on the topicsof the child and the family, education and theschool, Negro history and the civilrights movement, community action, end New York politicsand government. Participants shouldbe encouraged to enroll in the entire seriesand receive a certificate upon completion.The project director should be a Negro with anintegrated instructional staff. (aj) SECONDARY TERMS: participant characteristics, indigenouspersonnel, consumer economics, child development,educational problems, negro history,civil rights, participation, recruitment, negro teachers, negroleadership, faculty integration, New York City, NewYork University, Harlem, 13

AC 001 652 E CITIZEN PARTICIPATION IN COMMUNITYDEVELOPMENT- -PART 2. WORKSHOPMANUAL.. (Rev. ed) Fessler, Donald R. Virginia PolytechnicInstitute, Blacksburg. Extension Div. Bull-277 MAR 67EDRS PRICE MF-$0.25BC-$1.72 43p. TERMS: *, *individual differences,*interaction process analysis, *group behavior, workshops, manuals, teachingguides,

ABSTRACT: The training materials in this manual areintended for use in resource . development, an approach to regional, county, orcommunity needs primarily concerned with motivating people to help themselves.The purposes are (1) to train citizens to analyze their needs and solve theirproblems and (2) to train professionalsto make more effective contributions tothe group and use their skills to greateradvantage. Professional workers should be trained in groupsaccording to their administrative level and then training should be providedfor citizens at local, county, or district levels. The workshop in group process provided as ateaching experience in this manual includes general sessions and training groups.In the general sessions, of not more then 50 persons, theoretical principlesof group process are presented in aninformal atmosphere. In the training groups, of12 to 16 participants, members operate in a role playing situation, ascitizens of X county. Each group has atrainer to direct it and a process observer, who analyzesthe group discussions. Elements of group process studies include - -group normsand goals, conformity pressures,interpersonal relationships, group attraction, relevanceof goals, leadership prestige, feltneeds, decision - making, planned change, force fields inbeLvior,and the roleZofpartners In change..(eb)

AC 001 321 E TRAINING PROGRAM OF COMMUNITY AIDES FOR ADULTEDUCATION IN ELIZABETH, NEW JERSEY. EVALUATION REPORT. Scientific Resources, Inc., Union, ED 012 432 N.J. OCT 66 DOCUMENT NOT AVAILABLE FROM EDRS. 55p. TERMS: *program evaluation, *culturally disadvantaged, *communityaction, *indigenous personnel, *leadership training, poverty programs,

ABSTRACT: In Elizabeth, N.J., where the sociallydisadvantaged live in high density housing, Scientific Resources Inc. recruited and trainedeight indigenous people to serve as adult educational aides in asix-month project designed for the New Jersey Community Action Training Institute. Six aides, agedfrom 18 to 48 with ninth grade to college education, completed the trainingand four were immediately employed in poverty programs. The training programincluded field work, T group sensitivitytraining, clerical skills training, and creativity trainingbased on theater arts, and a community newspaper. Although problems wereencountered, the program illustratesthat the disadvantaged when trained, are an excellent untapped sourceof poverty personnel. Future programs should locate training centers in storefronts, involve professionals andnonprofessionals in joint training seminars, pay higherstipends to aides, be flexible to use all community agencies, and carry on continuousevaluation. Appendixes include an attendance chart, present employment status of aides,and the training syllabus.(This document is available from, ScientificResources Inc., 1191 Morris Ave., Union,N.J.) (aj) SECONDARY TERMS: urban areas, participant characteristics,community programs, teacher aides, sensitivity training,skill development, creative dramatics,field instruction:, recruitment, field experience programs,creative activities, training techniques, Elizabeth New Jersey, Scientific Resources Incorporated,

1 14

AC 000 141 CA CLIMATE OF CHANGE, COMMUNITY ACTION IN NEWHAVEL Farrell, Gregory R. Rutgers Univ., New Brunswick, N.J. Urban Studies Center. 65 65p. TERMS: *organizations (groups), *urban renewal, *action programs (community), *neighborhood improvement, vocational education, adult students, adult basic education, dropouts,enrichmant programs, children, financial support,neighborhood centers, administrative organizaton, New Haven,

ABSTRACT: Community Progress, Incorporated, a nonprofit community action corporation established in New Haven,Connecticut, in 1962 with a 3-year Ford Roundation grant hasundertaken programs of employment, educational, and social services, emphasizinginvolvement with :ne poor on a close, informal,neighborhood basis. Social, vocational health, educational, legal, and recreational needs areserved by community schools open 14 to 16 hours daily, and byneighborhood centers.Middle- skill technical training, fundamental education and general vocational training and counseling for adults and recentschool dropouts, and cultural enrichment for preschool and school children, aremajor activities conducted. Document includes review of earlier urbanrenewal and antipoverty efforts in New Haven, an outlineof Community Progress, Inc., operating divisions and liaison with otheragencies, and general discussion of achievements. (1y)

AC 000 616UE BUILDING AN ENVIRONMENTAL TRAINING MODEL, MAPCORE - A TRAINING EXERCISE FOR AIR POLLUTION CONTROL (IN Training and developrent journal, 21(5)/41-50, ED 012 409 May 67). Siegel, Gilbert B. * Sullivan, Donald M. MAY 67 DOCUMENT NOT AVAILABLE FRCM MRS. 10p. TERMS: *program evaluation, *models, *training techniques, *air pollution control, program description, research, controlled environment,

ABSTRACT: New air pollution control programs have resulted from the "Clean Air Act" passed by Congress in December, 1963. The University of Southern California developed a training model, called MAPCORE, which provides a semi-structured environment, is practical and realistic in approach, provides opportunity for high creativity, provides an interdisciplinary approach, and can be applied to training programs in any field where a continuous, integrative thread of development is needed. It is based on the Airlie House report on the three skills needed by air pollution control officials -- engineering and applied physical science, biological and medical, and nocial ncience -- and, on flAixon, Tiller County," which providen a basic ncheme of a community that could be modified selectively. Built on a progressive continuum, MAPCORE consists of -- the total hypothetical community (Dixon/Tiller County), a simulation framework, and the "igniters" which start the students on their simulation activities. It is probably possible to apply the MAPCORE principle to most training situations, but careful planning and analysis will be required. (This article appeared in Training and development journal, monthly journal of the American Society for Training and Development, 313 Price Place, P.O. Box 5307. Madison, Wis.53705) (eb) SECONDARY TERMS: simulated environment, sequential programs, program development, program content, simulation, interdisciplinaryapproach, sequential learning, role playing, administrative personnel,casestudies (education), MAPCORE, University of California, -t7e117...... 1%

AC 001 269 CTHE HUMAN FACTOR IN COMMUNITY WORK. Batten, T.R. 65 194p.

TERMS: *community services, *social agencies, *caseworker approach, *case studies, *social workers,

ABSTRACT: This is primarily intended for the field workers, supervisors and local administrators of organizations engaged in community development, social development, adult education, agricultural extension, health extension, and co-operative education. It contains 37 cases, and each case is followed by a commentary which analyses the problem and discusses its implications for the worker. (Published by Oxford University Press,London) (author/sm)

AC 001 090 IGROUP DEVELOPMENT, PRINCIPLES AND TECHNIQUES FOR WORKERS IN GROUP SERVING ORGANIZATIONS. Dimock, Medley G. Sir George Williams, Univ., Montreal (Quebec). 66 273p. TERMS: *T Groups, *group behavior, *human relations, *group dynamics *methodology, leadership training, group relations, interpersonal relationships, behavior change, individual development,

ABSTRACT: Written for workers whose full time job is giving leadership to group programs in educational, social and recreational community serving organizations, this book covers various areas of group development which are related to successful functioning and a sufficient amount of detail to enable a worker to do actually what is discussed, such as chairing a meeting, or constructing a sociogram, or evaluating a program. Tho three sections of the book deal with understanding groups, discovering group needs and problems, and applications by group service workers, respectively. An appendix carries survey forms end charts and an extended bibliography. (sg) 16

AC 000 394 CWORKING WITH PEOPLE IN COMMUNITY ACTION, AN INTERNATIONAL CASEBOOK FOR TRAINED COMMUNITY WORKERS AND VOLUNTEER COMMUNITY LLADERS. King, Clarence, 65 192p. pub. by Association Press, New York. TERMS: *community developiacnt, *volunteers, *trainingtechniques, *committees, *needs, *case studies (education),

ABSTRACT: Drawing examples of community problems from around the world, this casebook emphasizes volunteers and trained weLkersworking together for community improvement, Topics covered are determining needs and priorities, role of specialists, committees, and neighborhoodcouncils, and training community workers.There are definitions and a bibliography.

AC 000 444 C FEEDBACK PROCESS IN THECOMMUNITY CONTEXT (Explorations in human relations training and research, 4). Lippitt,Ronald. Nat. Trng. Laboratories. Washington,. D.C. 65 21p.. TERMS: *human relations, *training, *feedback, *delinquents, *community involvement, socially deviant behavior,youth,

ABSTRACT: The feedback process is discussed under sixmeanings or contexts--1) data processing, 2) patterns of involvement,3) feedback within a system, 4) action guidance, 5) feedbackas validation, and 6) feed-out. 17

AC 001 253 E LAW EVERYONE SHOULD KNOW, ADULT COURSE OUTLINE.New York State Educ. Dept Bur. of Cont. Educ. Curriculum Dev. Bull-98 New York State Bar ED 012 420 Association, Albany. 66 EDRS PRICE MF-$0.18 HC-$4.16 104p. TERMS: *laymen, *law instruction, *instructional films, *adult education programs, *curriculum guides, New York State,

ABSTRACT: This latest revision of the introductory course in law for laymen (as practiced in New York State) discusses the new divorce law, capital punishment, protection against self-incrimination, and taking against a will as well as other changes in the law since the last revision in 1961. Course One includes sessions on wills defined, wills and estate planning, family relations, accidents, local government, criminal law, courts and litigation. Course Two covers contracts, , negotiable instruments, business organization, employment laws, courts and litigation. The appendix includes several tips for instructors, a list of 11 films, and the addresses of the sources for them. (eb) SECONDARY TERMS:

AC 001 309 E PROGRAM TO TRAIN TRADE UNIONISTS AND CAP STAFF WORKERSAS COMMUNITY ACTION TRAINERS, CURRICULUM AND SCHEDULE.Industrial Union Council, AFL-CIO.New Jersey Community Action Training Institute.Rutgers. The State Univ. Labor Education Center. 67 EDRS PRICE M740.09 EC-$1.36 TERMS: *training techniques, *change agents, *communityaction, *poverty programs, *curriculum, union members, subprofessionals,

ABSTRACT: Objectives of the ten-day residential trainingprogram held in June 1967 were--to understand therole of the trainer, to develop skills and knowledge in working with groups and in implementing communityaction training programs, to heighten self-awareness, to learn to apply force fieldanalysis to problem solving, to interpret labor's position in socialprograms, to investigate anti-poverty legislation and causes of poverty, and to testnew methods of training non- professionals as trainers. The curriculum was to includegroup discussion, films, role playing, and analyses of decision making andprogram evaluation and review techniques. Visits to manpower projects were planned, and sessionson research techniques and resources, on the nature of state ' political and economicpower, and on Le role of labor in improving urban housing and educationand in civil rights. Participants were to evaluate the training program. As a final exercise each participant would organize the project he planned to implement within his community.The residential phase of the programmes to be followed 'by bi-weekly, structured,all-day seminars in which field project experiences would be reviewed. (aj) SECONDARY TERMS: leadership training, training objectives, political issues,field trips, films, research methodology,group discussion, role playing, decision making skills, program evaluation, program planning,program descriptions, labor unions, New Jersey Community Action Trainilm;Inetthde,RutgersWocr EducationCenter, -75[..,C,!-MWMPVIMMI

18

AC 001 383 E RETRAINING AND MIGRATION AS FACTORS IN REGIONAL ECONOMIC DEVELOPMENT. Wisconsin Univ., Madison. Industr"al Relations Research Institute. U.S. Dept. of Commerce. Office of Regional Econ. Development. SEP 66EDRS PRICE MF-$0.18HC-$4.04 101p. TERMS: *economic research, *capital outlay (for fixed assets), *human resources, depressed areas (geographic), *regional planning,

ABSTRACT: This report, prepared for the Office of Regional Economic Development, features a review of recent research on retraining and migration as independent and interacting factors in regional . Findings are also related to current United States manpower policy and to retraining and relocation schemes in Western Europe. In the United States, unemployed workers willing to relocate tend to be relatively young (largely males aged 20-35), with few community ties and little or no property, and either well informed on the labor market elsewhere or willing to take . Retraining and relocation have generally proved helpful to such workers, but effects on national and regional unemployment are still inconclusive. Nevertheless, investments in physical capital appear useless without investments in the education, training, and mobility of the labor force. Accordingly, existing programs and services must be closely coordinated at local, state, regional, and Federal levels, and more research must be conducted on socioeconomic benefits and costs, employment trends, and ways of meeting the acute needs of older workers and the functionally illiterate. (The document includes specific case histories and activities, an extensive classified bibliography, and abstracts of 50 of the items cited.) (ly) SECONDARY TERNS: relocation, mobility, age differences, labor market, manpower utilization, migration patterns, retraining, comparative analysis, financial swportl (over)

AC-001401Er- EXPERIMENTAL AND DEMONSTRATION MANPOWER PROJECT-FOR SUMMER YOUTH DEMONSTRATI PROGRAM THROUGH YOUTH OPPORTUNITYCENTERS. Report. Nichols, William 0. * Borsuk, Charles S. U.S. Dept. ofLabor. Office of ManpowerPolicy, Evaluation and Research. 82-o9-66-111 U.S.Dept. of Labor. Bureauof Employment Security. 67 EDRS PRICEMF40.18 HC-$2.72 68p. *disadvantaged youth, *neighborhood TERMS: *summer programs, *indigenous personnel, centers, *employment programs, groupguidance,

(,ration ProgrrMn opt. rtafA 0: 50 YouLh Opportunity ;TH ACT: Thc 1(;66 :Ammer Youth Dcmono Centers (Ya) in 22 states. Designedto provide a strongerrelationship bAween community youth and the Youth Center, localpeople on summer vacation werehired to work in the programs. They acted as in-houseclerical help, community workersin outreach activities, interviewers and jobdevelopers for the Summer PlacementProgram, and aided in group guidance training.The late start of the program(July 1) created serious handicaps. The CommunityWorker Program suffered fromlack of lead-time to select personnel, and only about25 percent of applicants wereplaced in summer jobs. However, there was some real success.The youth provided real serviceto the Centers. discussing, and evaluating The group guidance classes(called TIDE for testing, informing, were considered anoutstanding success in providingorientation to the working world and exploration and clarificationof attitudes and relationships.It is recommended that some form of summer youthemployment program be part of YouthCenter services, that the TIDE program be refinedand demonstrated with accurate andtimely controls over grant-in-aid paymentsand reporting procedures and,if successful, should be incorporated as a regular part of MDTAtraining. (pt) AC 001 241 C (SEE AC 001 416 C) EDUCATION AND TRAINING OF HEALTH MANPOWER (IN HEALTH MANPOWER, National Commission on Community Health Services, Washington, Public Affairs Press, 1967/119-154). 67 38p. TERMS: *professional training, *health education, *community health services, *health programs, *health occupations education, paramedical professions,

ABSTRACT: This is to point out that personnel of high quality are essential for the establishment of adequate staffing of community health services in the decade ahead, and that the quality of personnel depends fundamentally on their selection, education, and training. This also synthesizes the thinking of educators and health practitioners and sets forth minimum, essential measures that will strengthen the education and training of various categories of health workers. (am)

AC 001 540 E MEN WANT WORK. REPORT TO THE UNITED STATES DEPARTMENT OF LABOR OFFICE OF MANPOWER AUTOMATION AND TRAINING. Lollis, David L. The Council of the Southern Mountains, Inc., Berea, Kentucky.DEC 66 EDRS PRICE MF-$0.50 Hc-$2.60 65p. TERMS: *manpower development, *rural areas, *on the job training, *federal programs, *economic development, community action,

ABSTRACT: The Council of the Southern Mountains made a one-year study of the Manpower Development and Training Act in Appalachia and helped establish the youth, education, job development, work experience, VISTA, and on the job training programs which are reviewed and evaluated in this report. It was concludedthat--(1) men want jobs, (2) while unfilled jobs exist in business throughout Appalachia, trained workers are not available, and(3) there are unmet needs in welfare, education, health, and public facilities. It is recommended that future manpower work in the area center around three programs-- (1) on the job training, to include matching jobs with the unemployed and providing aid in planning training programs, counseling services for trainees, help to business in developing markets, and community action programs to involve the poor in social change, (2) new careers, to include the training of indigenous unemployed for nonprofessional jobs in welfare, education, and health services, and (3) direct employment of the poor in conservation, road construction, and beautification. (Document includes a description of the training program of anew industry-Iron Mountain Stoneware, case histories, and a report, including tables, of the special of on- the -job training in ruralareas.) (aj) SECONDARY TERMS: subprofessionals, evaluation, counseling .services, interagency cooperation, cultural isolation, low rent housing, adult basic education, indigenous

(over) *N. .1621,111NONYVIS

20

AC 001 284 CTHE QUIET REVOLUTION. U.S. Dept of Health, Education andWelfare; Washington. Office of EconomicOpportunity. 67 141p. TERMS: *asencies, *poverty programs, *economicdisadvantagement, *work experience programs, *community programs,VISTA, Job Corps,

ABSTRACT: An explanatory and statistical report onthe War on Poverty by the Office of Economic Opportunitydealing with Community Action Programs, the Job Corps, VISTA, and either federalagencies and departments. (ag).

AC 001 147F1SYSTEM LINKAGES AMONG WOMEN'S ORGANIZATIONS, AN EXPLORATORYSTUDY OF MEMBERSHIP AND LEADERSHIP LINKAGES AMONG WOMEN'S FORMALORGANIZATIONS IN A LOCAL COMMUNITY (Sociological Studies in CivilDefence). Beal, George M. * and others. Iowa State Univ., Dept.of and . Report No. 42. U.S. Secretary ofthe Army. Office of Civil Defense. OCD-PS65-9 TERMS? *intergroup relations, *group membership, *change agents,*organizations (groups), *females, social change, community leaders,tables,

ABSTRACT: The local Civil Defense Director. is seen as achange agent with the task of instigating social change. In local communities voluntary organizations,conceptualized as social systems, arepotential resources which a change agent may use,but relationships F between them may inhibit involving them insocial Change efforts. One of these relation- shIps is that or structural systemlinkage, I.e. overlapping membership,' with or without accompanying leadership responsibilities orqualities. Four types of structural system linkages are analyzed in this report --member to member, member to officer, member to organizational influential, and member tocommunity influential. Definite patterns of member to member and p....mber toleader linkages existed among the 41 studyorganizations. Clusters of organizations weredelineated by patterning member to memberlinkages. The pattern of member toleader linkages differed from that of member tomember linkages. Certain clusters had greaterpotential influence over community organizations thandid others. Implications of the findingsfor change agents and future research aredrawn /a3 1 from the conclusions. author SECONDARY TERMS: .community organizations, interpersonalrelationships, social structure, 21

AC 000 164 CBIG CITY DROPOUTS AND ILLITERATES. Dentler, Robert A. * Warshauer, Mary. 65 138p. TERMS: *urban dropouts,*illiteracy, *dropout rate, *si:atistical data, *research, urban areas, comparative analysis, economic factors,

ABSTRACT: Results of this study broaden knowledge of the relationship between educational attainment and economic insecurity and suggest that national and state economic policies, including programs of social insurance, may be of substantial importance in fostering increased educational attainment, while school and welfare programs that attempt to deal directly with dropout prevention or literacy are irrelevant if not futile. (Document available from Center for Urban. Education, New York, for $3.00)

AC 001 374 ILIVINC FOR THE 60'S, A LEADER'S DISCUSSION GUIDE (THE TELEVISION SERIES). New York State Educ. Dept. Bur. of.Cont Educ Curriculum Dev. 67 38p. TERMS: *retirement education, *audiovisual instruction, *educational films, *group discussion, *older adults, community involvement, teaching techniques,

ABSTRACT: This discussion guide was prepared fot use in conjunction with 20 films which comprise "Living for the 60's" produced by the State University of New York. These films were developed to show the active role that retirees can and do continue to play in the ongoing life of the community. Topics covered include social security, Medicare, physical exercises, bobbies, voinntoor work, nocond corcorn, continuing education, mon@y moncgemont, consumer protection, books, lipreading, cooking, fashion, and incomeopportunities. The appendix included an outline for preparing to lead a discussion and the techniques of questioning, a checklist for group discussions, a listing.of topics occuring inmore than one film, and a film order form. (sg) .111.NOM.1011=1M

22

AC 000 581 CDEMONSTRATION PROJECT ON MOBILITY OF UNEMPLOYED RURAL WORKERS IN SOUTHERN ILLINOIS. Final report. Westberg, William C. Southern Illinois Univ., Carbondale. U.S. Office of Manpower, Automation and Training. 66 42p. TERMS: *mobility, *unemployed, *financial support, IllinoisMDTA,

ABSTRACT: The hypotheses that relocation subsidies would increase the number of workers moving out of surplus areas into demand areas and that information concerning other factors affecting worker mobility could be obtained were tested. ERIC CLEARINGHOUSE ON ADULT EDUCATION PUBLICATION S.

BASIC INFORMATION SOURCES

Adult Education Research, BIS-2 Evening College Education, 1967, BIS-1

CURRENT INFORMATION SOURCES

Adult Basic Education, CIS-3 Adult Education in Africa, CIS-12 Adult Education in Asia, Australia and New Zealand, CIS-13 Community Education for Adults, CIS-2 Community Education for Adults, CIS-16 Continuing Education in the Feofessions,' CIS-4 Education for Aging, CIS-14 Higher Adult Education, #1, CIS-1 Higher Adult Education, #2, CIS-11 Human Relations -- Training and Research, CIS-10 Management Development, CIS5 Methods and Techniques in Adult Training, CIS-7 Programed Instruction in Adult Education, CIS-15 Public School Adult Education, CIS-9 Television and Radio in Adult Education, CIS-6 Training of Adult Education Personnel, CIS-8

OTHER

Adult Education Periodical Holdings ERIC Clearinghouse on Adult Education Ariodel Information System for the Adult Education Profession, Roger DeCrow Research and Investigations in Adult Education Owner, 1967 issue of Adult Education)

ERIC Clearinghouse

FEB 1 1 1968 on AdultEducation ERIC CLEARINGHOUSE ON ADULT EDUCATION

107 RONEY LANE SYRACUSE, NEW YORK 13210 315 476-5541 EXT. 3493

NATIONAL ADVISORY BOARD

CHAIRMAN: Dr. Alexander N. Charters Vice President for Continuing Education Syracuse University Syracuse, New York 13210

S. E. Hand Director of Continuing Education Florida State University Tallahassee, Florida 32306

J. Paul Leagans Professor of Extension Education New York State College of Agriculture Cornell University Ithaca, New York14850

Wilson B. Thiede Professor of Adult Education University of Wisconsin 1815 University Avenue Madison, Wisconsin53706

Gerald H. Whitlock Professor of Industrial and Personnel Management University of Tennessee Knoxvijle, Tennessee 37916

Carl E. Williams Staff Associate Department of Educational Development National Council of the Churches of Christ in theUSA 475 Riverside Drive New York, New York10027

Clifford L. Winters, Jr. Dean of University College Syracuse University Syracuse, New York 13210

SECRETARY: Roger DeCrow Director, ERIC Clearinghouse on Adult Education 107 Roney Lane Syracuse, New York 13210